Presented by Business and Professional People for the Public Interest and Catalyst Chicago.
You don’t have to be a teacher to know that motivation, persistence, curiosity, conscientiousness and other such personal qualities make a big difference in student learning. And you might think there is little you can do about them. But new research—in brain science, social science and economics—makes a compelling case that these essential qualities, and even intelligence itself, can be developed at school as well as at home. A new review by the University of Chicago Consortium on Chicago School Research concurs.
The 2012 Chicago School Policy Forum Series examines what this research can mean for policy and practice. The lead speakers— journalist Paul Tough and researcher Camille Farrington—argue that school reform needs a course correction. In the words of Tough: “We have been focusing on the wrong skills and abilities in our children, and we have been using the wrong strategies to help nurture and teach those skills.”
The first forum, featuring Paul Tough and Barbara Bowman of the Erikson Institute, was held Sept. 27.
• Read our compilation of Tweets (notes) from the event.
• Listen to the forum on “Chicago Amplified” (Chicago Public Media / WBEZ).
The second forum, featuring Camille Farrington, Mary Ann Pitcher, Elizabeth Dozier and Sean Stalling, was held Oct. 30.
• Listen to the forum on "Chicago Amplified" (Chicago Public Media / WBEZ).
Sponsors of the series include the Albert Pick, Jr. Fund, McDougal Family Foundation, Oppenheimer Family Foundation, Lewis-Sebring Family Foundation, Union League Club of Chicago and the University of Chicago Consortium on Chicago School Research.
Questions? Contact Paula Kruger at BPI, (312) 641-5570, ext. 241 or firstname.lastname@example.org.